FIU Strategic Plan for Nursing School HW
FIU Strategic Plan for Nursing School HW
Strategic Plan for SON/Presentation: Students will conduct a SWOT Analysis and a Strategic Plan for a School of Nursing that desires to increase enrollment in their RN-BSN program, thereby increasing the number of nurses with BSN degrees. Students can review Chapter 7, pages 164 – 168 for the SWOT Analysis and pages 169 – 170 for the Strategic Planning Process. Additionally, an example is seen on page 165. This assignment is related to Competency #2.
The required textbook will be provided in pdf form.
Title and reference slide required in APA 7th edition format.
Senior Acquisitions Editor: Christina C. Burns Director of Product Development: Jennifer K. Forestieri Senior Development Editor: Roxanne Halpine Ward Editorial Assistant: Hilari Bowman Production Project Manager: Marian Bellus Design Coordinator: Steven Druding Illustration Coordinator: Jennifer Clements Manufacturing Coordinator: Karin Duffield Prepress Vendor: Absolute Service, Inc. 9th edition Copyright © 2017 Wolters Kluwer.. Copyright © 2015 and 2012 by Wolters Kluwer Health | Lippincott Williams & Wilkins. Copyright © 2009, 2006, 2003, and 2000 by Lippincott Williams & Wilkins. Copyright © 1996 by Lippincott-Raven Publishers. Copyright © 1992 by J. B. Lippincott Company. All rights reserved. This book is protected by copyright. No part of this book may be reproduced or transmitted in any form or by any means, including as photocopies or scanned-in or other electronic copies, or utilized by any information storage and retrieval system without written permission from the copyright owner, except for brief quotations embodied in critical articles and reviews. Materials appearing in this book prepared by individuals as part of their offi cial duties as U.S. government employees are not covered by the abovementioned copyright. FIU Strategic Plan for Nursing School HW
To request permission, please contact Lippincott Williams & Wilkins at Two Commerce Square, 2001 Market Street, Philadelphia, PA 19103, via e-mail at firstname.lastname@example.org, or via our website at lww.com (products and services). 987654321 Printed in China Library of Congress Cataloging-in-Publication Data Names: Marquis, Bessie L., author. | Huston, Carol Jorgensen, author. Title: Leadership roles and management functions in nursing : theory and application / Bessie L. Marquis, Carol J. Huston. Description: Ninth edition. | Philadelphia : Wolters Kluwer Health,  | Includes bibliographical references and index. Identifi ers: LCCN 2016046163 | ISBN 9781496349798 Subjects: | MESH: Nursing, Supervisory | Leadership | Nurse Administrators | Nursing—organization & administration Classifi cation: LCC RT89 | NLM WY 105 | DDC 362.17/3068—dc23 LC record available at https://lccn.loc.gov/2016046163 Care has been taken to confirm the accuracy of the information presented and to describe generally accepted practices. However, the author(s), editors, and publisher are not responsible for errors or omissions or for any consequences from application of the information in this book and make no warranty, expressed or implied, with respect to the currency, completeness, or accuracy of the contents of the publication. Application of this information in a particular situation remains the professional responsibility of the practitioner; the clinical treatments described and recommended may not be considered absolute and universal recommendations. The author(s), editors, and publisher have exerted every effort to ensure that drug selection and dosage set forth in this text are in accordance with the current recommendations and practice at the time of publication. However, in view of ongoing research, changes in government regulations, and the constant flow of information relating to drug therapy and drug reactions, the reader is urged to check the package insert for each drug for any change in indications and dosage and for added warnings and precautions. This is particularly important when the recommended agent is a new or infrequently employed drug. Some drugs and medical devices presented in this publication have Food and Drug Administration (FDA) clearance for limited use in restricted research settings. It is the responsibility of the health-care provider to ascertain the FDA status of each drug or device planned for use in his or her clinical practice. LWW.com I dedicate this book to the two most important partnerships in my life: my husband, Don Marquis, and my colleague, Carol Huston. Bessie L. Marquis I dedicate this book to my husband Tom, who has stood by my side for almost 45 years. I love you. Carol Jorgensen Huston REVIEWERS Carol Amann, PhD, RN-BC, FNGNA Nursing Instructor Villa Maria School of Nursing Gannon University Erie, Pennsylvania Andrea Archer, EdD, ARNP Undergraduate Nursing Department Florida International University Miami, Florida Cynthia Banks, PhD Program Director, RN to BSN Department of Nursing Sentara College of Health Sciences Chesapeake, Virginia Dana Botz, MSN Faculty, Department of Nursing North Hennepin Community College Brooklyn Park, Minnesota Sharon Bradley,FIU Strategic Plan for Nursing School HW
DNP Clinical Assistant Professor Director of Student Success College of Nursing University of Florida Gainesville, Florida Carolyn Brose, EdD, MSN Associate Professor MSN Program Director Missouri Western State University St. Joseph, Missouri Beryl Broughton, MSN, CRNP, CS, CNE Nursing Instructor, Nursing Education Aria Health School of Nursing Trevose, Pennsylvania Suzette Cardin, PhD Adjunct Associate Professor School of Nursing University of California, Los Angeles Los Angeles, California Fran Cherkis, DHSc Associate Professor Department of Nursing Farmingdale State College Farmingdale, New York Alice Colwell, MSN Assistant Professor Department of Nursing Kent State University Trumbull Campus Warren, Ohio Laura Crouch, EdD, MSN Associate Clinical Professor School of Nursing Northern Arizona University Flagstaff, Arizona Karen Davis, DNP Assistant Professor College of Nursing University of Arkansas for Medical Sciences Little Rock, Arkansas Karen Estridge, DNP, RN Assistant Professor Department of Nursing Ashland University Mansfield, Ohio James Fell, MSN, MBA, BSN, BS Associate Professor Director Department of Nursing Baldwin Wallace University Berea, Ohio Rick García, PhD Associate Professor Faculty Fellow Rory Meyers College of Nursing New York University New York, New York Evalyn Gossett, MSN Clinical Assistant Professor School of Nursing Indiana University Northwest Gary, Indiana Debra Grosskurth, PhD(c) Assistant Chair Department of Nursing Salve Regina University Newport, Rhode Island Patricia Hanson, PhD Professor Department of Nursing Madonna University Livonia, Michigan Tammy Henderson, MSN Associate Director Conemaugh School of Nursing Conemaugh Memorial Medical Center Johnstown, Pennsylvania Barbara Hoerst, PhD, RN Assistant Professor Department of Nursing La Salle University Philadelphia, Pennsylvania Brenda Kucirka, PhD, RN, PMHCNS-BC, CNE Assistant Professor Department of Nursing Widener University Chester, Pennsylvania Coleen Kumar, PhD College of Nursing State University of New York Downstate Medical Center Brooklyn, New York Kathleen Lamaute, EdD Professor Department of Nursing Molloy College Rockville Centre, New York Pamela Lapinski, MSN Professor Department of Nursing Valencia College Orlando, Florida Jamie Lee, MSN, RN, CNL Assistant Professor Department of Nursing James Madison University Harrisonburg, Virginia Carolyn Lewis, PhD Assistant Professor Department of Nursing Angelo State University San Angelo, Texas Bette Mariani, PhD, RN Assistant Professor College of Nursing Villanova University Villanova, Pennsylvania David Martin, MSN Director RN-BSN & Shared Curriculum Programs School of Nursing University of Kansas Kansas City, Kansas Donna McCabe, DNP, APRN-BC, GNP Clinical Assistant Professor Department of Nursing Rory Meyers College of Nursing New York University New York, New York Theresa Miller, PhD Associate Professor, Nursing Education OSF Saint Francis Medical Center College of Nursing Peoria, Illinois Donna Molyneaux, FIU Strategic Plan for Nursing School HW
PhD Associate Professor Department of Nursing Gwynedd Mercy University Gwynedd Valley, Pennsylvania LaDonna Northington, DNS Professor, Traditional Undergraduate Nursing Program University of Mississippi School of Nursing Jackson, Mississippi Sally Rappold, MSN, BSN Assistant Teaching Professor Department of Nursing Montana State University Missoula, Montana Karen Ringl, MSN Faculty Department of Nursing California State University, Fullerton Fullerton, California Joyce Shanty, PhD, RN Associate Professor Nursing and Allied Health Professions Indiana University of Pennsylvania Indiana, Pennsylvania Jean Short, MSN Assistant Professor Division of Post-Licensure Nursing School of Nursing Indiana Wesleyan University Marion, Indiana Jennifer Sipe, MSN, CRNP Assistant Professor School of Nursing and Health Sciences La Salle University Philadelphia, Pennsylvania Ana Stoehr, PhD, MSN Faculty Department of Nursing George Mason University Fairfax, Virginia Patricia Thielemann, PhD Professor College of Nursing St. Petersburg College Pinellas Park, Florida Charlene Thomas, PhD, MSN, BSN Associate Professor School of Nursing and Allied Health Aurora University Aurora, Illinois Nina Trocky, DNP, RN Assistant Professor Department of Organizational Systems and Adult Health School of Nursing University of Maryland Baltimore, Maryland Brenda Tyczkowski, DNP, RN, RHIA Assistant Professor Professional Program in Nursing University of Wisconsin Green Bay Green Bay, Wisconsin Dannielle White, MSN Associate Professor School of Nursing Austin Peay State University Clarksville, Tennessee Mary Williams, MS Associate Professor School of Nursing and Health Science Gordon State College Barnesville, Georgia Connie Wilson, EdD Professor Emeritus School of Nursing University of Indianapolis Indianapolis, Indiana Kelly Wolgast, DNP School of Nursing Vanderbilt University Nashville, Tennessee Renee Wright, EdD Assistant Professor Department of Nursing York College, City University of New York New York, New York Judith Young, DNP Clinical Assistant Professor, Community and Health Systems School of Nursing Indiana University Indianapolis, Indiana PREFACE Legacy of Leadership Roles and Management Functions in Nursing This book’s philosophy has evolved over 35 years of teaching leadership and management. We entered academe from the acute care sector of the health-care industry, where we held nursing management positions. In our first effort as authors, Management Decision Making for Nurses: 101 Case Studies, published in 1987, we used an experiential approach and emphasized management functions appropriate for first-and middle-level managers. The primary audience for this text was undergraduate nursing students. FIU Strategic Plan for Nursing School HW
Our second book, Retention and Productivity Strategies for Nurse Managers, focused on leadership skills necessary for managers to decrease attrition and increase productivity. This book was directed at the nurse-manager rather than the student. The experience of completing research for the second book, coupled with our clinical observations, compelled us to incorporate more leadership content in our teaching and to write this book. Leadership Roles and Management Functions in Nursing was also influenced by national events in business and finance that led many to believe that a lack of leadership in management was widespread. It became apparent that if managers are to function effectively in the rapidly changing health-care industry, enhanced leadership and management skills are needed. What we attempted to do, then, was to combine these two very necessary elements: leadership and management. We do not see leadership as merely one role of management nor management as only one role of leadership. We view the two as equally important and necessarily integrated. We have attempted to show this interdependence by defining the leadership components and management functions inherent in all phases of the management process. Undoubtedly, a few readers will find fault with our divisions of management functions and leadership roles; however, we felt it was necessary first to artificially separate the two components for the reader, and then to integrate the roles and functions. We do believe strongly that adoption of this integrated role is critical for success in management. The second concept that shaped this book was our commitment to developing critical thinking skills through the use of experiential learning exercises. We propose that integrating leadership and management can be accomplished through the use of learning exercises. The majority of academic instruction continues to be conducted in a teacher-lecturer–student-listener format, which is one of the least effective teaching strategies. Few individuals learn best using this style. Instead, most people learn best by methods that utilize concrete, experiential, self-initiated, and real-world learning experiences. In nursing, theoretical teaching is almost always accompanied by concurrent clinical practice that allows concrete and real-world learning experience. However, the exploration of leadership and management theory may have only limited practicum experience, so learners often have little first-hand opportunity to observe middle-and top-level managers in nursing practice. As a result, novice managers frequently have little chance to practice their skills before assuming their first management position, and their decision making thus often reflects trial-and-error methodologies. FIU Strategic Plan for Nursing School HW
For us, then, there is little question that vicarious learning, or learning through mock experience, provides students the opportunity to make significant leadership and management decisions in a safe environment and to learn from the decisions they make. Having moved away from the lecturer–listener format in our classes, we lecture for only a small portion of class time. A Socratic approach, case study debate, and small and large group problem solving are emphasized. Our students, once resistant to the experiential approach, are now enthusiastic supporters. We also find this enthusiasm for experiential learning apparent in the workshops and seminars we provide for registered nurses. Experiential learning enables management and leadership theory to be fun and exciting, but most important, it facilitates retention of didactic material. The research we have completed on this teaching approach supports these findings. Although many leadership and management texts are available, our book meets the need for an emphasis on both leadership and management and the use of an experiential approach. More than 280 learning exercises, representing various health-care settings and a wide variety of learning modes, are included to give readers many opportunities to apply theory, resulting in internalized learning. In Chapter 1, we provide guidelines for using the experiential learning exercises. We strongly urge readers to use them to supplement the text. New to This Edition The first edition of Leadership Roles and Management Functions in Nursing presented the symbiotic elements of leadership and management, with an emphasis on problem solving and critical thinking. This ninth edition maintains this precedent with a balanced presentation of a strong theory component along with a variety of real-world scenarios in the experiential learning exercises. Responding to reviewer recommendations, we have added and deleted content. In particular, we have attempted to strengthen the leadership component of the book while maintaining a balance of management content.FIU Strategic Plan for Nursing School HW
We have also attempted to increase the focus on quality and safety as well as health-care finance, and used outpatient/community settings as the location for more learning exercises. We have also retained the strengths of earlier editions, reflecting content and application exercises appropriate to the issues faced by nurse leader-managers as they practice in an era increasingly characterized by limited resources and emerging technologies. The ninth edition also includes contemporary research and theory to ensure accuracy of the didactic material. Additional content that has been added or expanded in this edition includes the following: 26 new learning exercises, further strengthening the problem-based element of this text. Over 200 displays, figures, and tables (17 of which are new) help readers visualize important concepts, whereas photographs of nurses in leadership and management situations help students relate concepts to real-world practice. An expanded focus on evidence-driven leadership and management decision making Time management and productivity apps Newer care delivery models focused on ambulatory care and outpatient settings (primary care nurse coordinator in medical homes, nurse navigators, clinical nurse leaders [CNLs], leaders in patientcentered care) Impact of the 2010 Patient Protection and Affordable Care Act (PPACA) on quality and health-care finance in this country The shifting in health-care reimbursement from volume to value Personality testing as an employment selection tool Electronic health records and meaningful use Reflective practice and the assessment of continuing competency Civility, healthy workplaces, and bullying Interprofessional collaboration and workgroups Working with diverse workforces and patient populations Social media and organizational communication New quality Initiatives put forth by the Centers for Medicare & Medicaid Services, The Joint Commission, and other regulatory bodies Sentinel events Lean Six Sigma methodologies Medication reconciliation Self-appraisal, peer review, and 360-degree evaluation as performance appraisal tools The Text Unit I provides a foundation for the decision-making, problem-solving, and critical-thinking skills as well as management and leadership skills needed to address the management–leadership problems presented in the text. Unit II covers ethics, legal concepts, and advocacy, which we see as core components of leadership and management decision making. Units III–VII are organized using the management processes of planning, organizing, staffing, directing, and controlling.FIU Strategic Plan for Nursing School HW
Features of the Text The ninth edition contains many pedagogical features designed to benefit both the student and the instructor: Examining the Evidence, appearing in each chapter, depicts new research findings, evidence-based practice, and best practices in leadership and management. Learning Exercises interspersed throughout each chapter foster readers’ critical-thinking skills and promote interactive discussions. Additional learning exercises are also presented at the end of each chapter for further study and discussion. Breakout Comments are highlighted throughout each chapter, visually reinforcing key ideas. Tables, displays, figures, and illustrations are liberally supplied throughout the text to reinforce learning as well as to help clarify complex information. Key Concepts summarize important information within every chapter. The Crosswalk A crosswalk is a table that shows elements from different databases or criteria that interface. New to the eighth edition was a chapter crosswalk of content based on the American Association of Colleges of Nursing (AACN) Essentials of Baccalaureate Education for Professional Nursing Practice (2008), the AACN Essentials of Master’s Education in Nursing (2011), the American Organization of Nurse Executives (AONE) Nurse Executive Competencies (updated September 2015), and the Quality and Safety Education for Nurses (QSEN) Competencies (2014). For this edition, the newly revised Standards for Professional Performance from the American Nurses Association (ANA) Nursing Scope and Standards of Practice (2015) have been included. This edition, then, attempts to show how content in each chapter draws from or contributes to content identified as essential for baccalaureate and graduate education, for practice as a nurse administrator, and for safety and quality in clinical practice. In health care today, baccalaureate education for nurses is being emphasized as of increasing importance, and the number of RN-MSN and BSN-PhD programs is always increasing. Nurses are being called on to remain lifelong learners and move with more fluidity than ever before. For these reasons, this textbook includes mapping to Essentials, Competencies, and Standards not only at the baccalaureate level but also at the master’s and executive levels, so that nurses may become familiar with the competencies expected as they continue to grow in their careers. Without doubt, some readers will disagree with the author’s determinations of which Essential, FIU Strategic Plan for Nursing School HW
Competency, or Standard has been addressed in each chapter, and certainly, an argument could be made that most chapters address many, if not all, of the Essentials, Competencies, or Standards in some way. The crosswalks in this book then are intended to note the primary content focus in each chapter, although additional Essentials, Competencies, or Standards may well be a part of the learning experience. The American Association of Colleges of Nursing Essentials of Baccalaureate Education for Professional Nursing Practice The AACN Essentials of Baccalaureate Education for Professional Nursing Practice (commonly called the BSN Essentials) were released in 2008 and identified the following nine outcomes expected of graduates of baccalaureate nursing programs (Table 1). Essential IX describes generalist nursing practice at the completion of baccalaureate nursing education and includes practice-focused outcomes that integrate the knowledge, skills, and attitudes delineated in Essentials I to VIII. Achievement of the outcomes identified in the BSN Essentials will enable graduates to practice within complex health-care systems and to assume the roles of provider of care; designer/manager/coordinator of care; and member of a profession (AACN, 2008) (Table 1). TABLE 1 AMERICAN ASSOCIATION OF COLLEGES OF NURSING ESSENTIALS OF BACCALAUREATE EDUCATION FOR PROFESSIONAL NURSING PRACTICE Essential I: Liberal education for baccalaureate generalist nursing practice • A solid base in liberal education provides the cornerstone for the practice and education of nurses. Essential II: Basic organizational and systems leadership for quality care and patient safety • Knowledge and skills in leadership, quality improvement, and patient safety are necessary to provide high-quality health care. Essential III: Scholarship for evidence-based practice • Professional nursing practice is grounded in the translation of current evidence into one’s practice. Essential IV: Information management and application of patient-care technology • Knowledge and skills in information management and patient-care technology are critical in the delivery of quality patient care. Essential V: Health-care policy, finance, and regulatory environments • Health-care policies, including financial and regulatory, directly and indirectly influence the nature and functioning of the health-care system and thereby are important considerations in professional nursing practice. Essential VI: Interprofessional communication and collaboration for improving patient health outcomes • Communication and collaboration among health-care professionals are critical to delivering high quality and safe patient care. Essential VII: Clinical prevention and population health • FIU Strategic Plan for Nursing School HW
Health promotion and disease prevention at the individual and population level are necessary to improve population health and are important components of baccalaureate generalist nursing practice. Essential VIII: Professionalism and professional values • Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and social justice are fundamental to the discipline of nursing. Essential IX: Baccalaureate generalist nursing practice • The baccalaureate graduate nurse is prepared to practice with patients, including individuals, families, groups, communities, and populations across the lifespan and across the continuum of health-care environments. • The baccalaureate graduate understands and respects the variations of care, the increased complexity, and the increased use of health-care resources inherent in caring for patients. The American Association of Colleges of Nursing Essentials of Master’s Education in Nursing The AACN Essentials of Master’s Education in Nursing (commonly called the MSN Essentials) were published in March 2011 and identified the following nine outcomes expected of graduates of master’s nursing programs, regardless of focus, major, or intended practice setting (Table 2). Achievement of these outcomes will prepare graduate nurses to lead change to improve quality outcomes, advance a culture of excellence through lifelong learning, build and lead collaborative interprofessional care teams, navigate and integrate care services across the health-care system, design innovative nursing practices, and translate evidence into practice (AACN, 2011). TABLE 2 AMERICAN ASSOCIATION OF COLLEGES OF NURSING ESSENTIALS OF MASTER’S EDUCATION IN NURSING Essential I: Background for practice from sciences and humanities • Recognizes that the master’s-prepared nurse integrates scientific findings from nursing, biopsychosocial fields, genetics, public health, quality improvement, and organizational sciences for the continual improvement of nursing care across diverse settings. Essential II: Organizational and systems leadership • Recognizes that organizational and systems leadership are critical to the promotion of high quality and safe patient care. Leadership skills are needed that emphasize ethical and critical decision making, effective working relationships, and a systems perspective. Essential III: Quality improvement and safety • Recognizes that a master’s-prepared nurse must be articulate in the methods, tools, performance measures, and standards related to quality, as well as prepared to apply quality principles within an organization.FIU Strategic Plan for Nursing School HW
Essential IV: Translating and integrating scholarship into practice • Recognizes that the master’s-prepared nurse applies research outcomes within the practice setting, resolves practice problems, works as a change agent, and disseminates results. Essential V: Informatics and health-care technologies • Recognizes that the master’s-prepared nurse uses patient-care technologies to deliver and enhance care and uses communication technologies to integrate and coordinate care. Essential VI: Health policy and advocacy • Recognizes that the master’s-prepared nurse is able to intervene at the system level through the policy development process and to employ advocacy strategies to influence health and health care. Essential VII: Interprofessional collaboration for improving patient and population health outcomes • Recognizes that the master’s-prepared nurse, as a member and leader of interprofessional teams, communicates, collaborates, and consults with other health professionals to manage and coordinate care. Essential VIII: Clinical prevention and population health for improving health • Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations. Essential IX: Master’s level nursing practice • Recognizes that nursing practice, at the master’s level, is broadly defined as any form of nursing intervention that influences health-care outcomes for individuals, populations, or systems. Master’s-level nursing graduates must have an advanced level of understanding of nursing and relevant sciences as well as the ability to integrate this knowledge into practice. Nursing practice interventions include both direct and indirect care components. FIU Strategic Plan for Nursing School HW
The American Organization of Nurse Executives Nurse Executive Competencies In 2004 (updated in 2015), the AONE published a paper describing skills common to nurses in executive practice regardless of their educational level or titles in different organizations. While these Nurse Executive Competencies differ depending on the leader’s specific position in the organization, the AONE suggested that managers at all levels must be competent in the five areas noted in Table 3 (AONE, 2015). These competencies suggest that nursing leadership/management is as much a specialty as any other clinical nursing specialty, and as such, it requires proficiency and competent practice specific to the executive role. TABLE 3 AMERICAN ORGANIZATION OF NURSE EXECUTIVES NURSE EXECUTIVE COMPETENCIES 1. Communication and relationship building • Communication and relationship building includes effective communication, relationship management, influencing behaviors, diversity, community involvement, medical/staff relationships, and academic relationships. 2. Knowledge of the health-care environment • Knowledge of the health-care environment includes clinical practice knowledge, delivery models and work design, health-care economics and policy, governance, evidence-based practice/outcome measurement and research, patient safety, performance improvement/metrics, and risk management. 3. Leadership • Leadership skills include foundational thinking skills, personal journey disciplines, systems thinking, succession planning, and change management. 4. Professionalism • Professionalism includes personal and professional accountability, career planning, ethics, and advocacy. 5. Business skills • Business skills include financial management, human resource management, strategic management, and information management and technology. The American Nurses Association Standards of Professional Performance In 2015, ANA published six Standards of Practice for Nursing Administration as well as eleven Standards of Professional Performance. These standards describe a competent level of nursing practice and professional performance common to all registered nurses (Table 4). Because the Standards of Practice for nursing administration describe the nursing process and thus cross all aspects of nursing care, only the Standards of Professional Performance have been included in the crosswalk of this book (Table 4). TABLE 4 AMERICAN NURSES ASSOCIATION NURSING ADMINISTRATION STANDARDS OF PROFESSIONAL PERFORMANCE Standard 7. Ethics • The registered nurse practices ethically. Standard 8. Culturally congruent practice • The registered nurse practices in a manner that is congruent with cultural diversity and inclusion principles. Standard 9. Communication • The registered nurse communicates effectively in all areas of practice. Standard 10. Collaboration •FIU Strategic Plan for Nursing School HW
The registered nurse collaborates with health-care consumers and other key stakeholders in the conduct of nursing practice. Standard 11. Leadership • The registered nurse leads within the professional practice setting and the profession. Standard 12. Education • The registered nurse seeks knowledge and competence that reflects current nursing practice and promotes futuristic thinking. Standard 13. Evidence-based practice and research • The registered nurse integrates evidence and research findings into practice. Standard 14. Quality of practice • The registered nurse contributes to quality nursing practice. Standard 15. Professional practice evaluation • The registered nurse evaluates one’s own and others’ nursing practice. Standard 16. Resource utilization • The registered nurse utilizes appropriate resources to plan, provide, and sustain evidence-based nursing services that are safe, effective, and fiscally responsible. Standard 17. Environmental health • The registered nurse practices in an environmentally safe and healthy manner. The Quality and Safety Education for Nurses Competencies Using the Institute of Medicine (2003) competencies for nursing, the QSEN Institute (2014; Cronenwett, 2007) defined six prelicensure and graduate quality and safety competencies for nursing (Table 5) and proposed targets for the knowledge, skills, and attitudes to be developed in nursing programs for each of these competencies. Led by a national advisory board and distinguished faculty, QSEN pursues strategies to develop effective teaching approaches to assure that future graduates develop competencies in patientcentered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics. TABLE 5 QUALITY AND SAFETY EDUCATION FOR NURSES COMPETENCIES Patient-centered care • Definition: Recognize the patient or designee as the source of control and full partner in providing compassionate and coordinated care based on respect for patient’s preferences, values, and needs. Teamwork and collaboration • Definition: Function effectively within nursing and interprofessional teams, fostering open communication, mutual respect, and shared decision making to achieve quality patient care. Evidence-based practice • Definition: Integrate best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal health care. Quality improvement • Definition: Use data to monitor the outcomes of care processes and use improvement methods to design and test changes to continuously improve the quality and safety of health-care systems. Safety • Definition: Minimizes the risk of harm to patients and providers through both system effectiveness and individual performance. Informatics •FIU Strategic Plan for Nursing School HW
Definition: Use information and technology to communicate, manage knowledge, mitigate error, and support decision making. Leadership Roles and Management Functions in Nursing, ninth edition, has ancillary resources designed with both students and instructors in mind, available on web site. Student Resources Available on Glossary—Fully updated for the ninth edition, the glossary contains definitions of all important terms in the text. Journal Articles—25 full articles from Wolters Kluwer journals (one corresponding to each chapter) —are provided for additional learning opportunities. Learning Objectives from the textbook are available in Microsoft Word for your convenience. Nursing Professional Roles and Responsibilities Instructor’s Resources Available on Competency Maps pull together the mapping provided in the crosswalk feature for each chapter, showing how the book content as a whole integrates key competencies for practice. An Image Bank lets you use the photographs and illustrations from this textbook in your PowerPoint slides or as you see fit in your course. An Instructor’s Guide includes information on experiential learning and guidelines on how to use the text for various types of learners and in different settings as well as information on how to use the various types of Learning Exercises included in the text. Learning Management System Course Cartridges PowerPoint presentations provide an easy way for you to integrate the textbook with your students’ classroom experience, either via slide shows or handouts. Audience response questions are integrated into the presentations to promote class participation and allow you to use i-clicker technology. Sample Syllabi provide guidance for structuring your leadership and management course and are provided for two different course lengths: 7 and 14 weeks. Strategies for Effective Teaching offer creative approaches for engaging students. A Test Generator lets you put together exclusive new tests from a bank containing over 750 questions to help you in assessing your students’ understanding of the material. Test questions link to chapter learning objectives. Access to all student resources. Comprehensive, Integrated Digital Learning Solutions We are delighted to introduce an expanded suite of digital solutions to support instructors and students using Leadership Roles and Management Functions in Nursing, ninth edition. Now for the first time, our textbook is embedded into two integrated digital learning solutions—one specific for prelicensure programs and the other for postlicensure—that build on the features of the text with proven instructional design strategies. FIU Strategic Plan for Nursing School HW
To learn more about these solutions, visit http://www.nursingeducationsuccess.com/ or contact your local Wolters Kluwer representative. Our prelicensure solution, Lippincott CoursePoint, is a rich learning environment that drives course and curriculum success to prepare students for practice. Lippincott CoursePoint is designed for the way students learn. The solution connects learning to real-life application by integrating content from Leadership Roles and Management Functions in Nursing with video cases, interactive modules, and journal articles. Ideal for active, case-based learning, this powerful solution helps students develop higher level cognitive skills and asks them to make decisions related to simple-to-complex scenarios. Lippincott CoursePoint for Leadership and Management features the following: Leading content in context: Digital content from Leadership Roles and Management Functions in Nursing is embedded in our Powerful Tools, engaging students and encouraging interaction and learning on a deeper level. The complete interactive eBook features annual content updates with the latest evidence-based practices and provides students with anytime, anywhere access on multiple devices. Full online access to Stedman’s Medical Dictionary for the Health Professions and Nursing ensures students work with the best medical dictionary available. Powerful tools to maximize class performance: Additional course-specific tools provide casebased learning for every student: Video Cases help students anticipate what to expect as a nurse, with detailed scenarios that capture their attention and integrate clinical knowledge with leadership and management concepts that are critical to real-world nursing practice. By watching the videos and completing related activities, students will flex their problem-solving, prioritizing, analyzing, and application skills to aid both in NCLEX preparation and in preparation for practice. Interactive Modules help students quickly identify what they do and do not understand, so they can study smartly. With exceptional instructional design that prompts students to discover, reflect, synthesize, and apply, students actively learn. Remediation links to the digital textbook are integrated throughout. Curated collections of journal articles are provided via Lippincott NursingCenter, Wolters Kluwer’s premier destination for peer-reviewed nursing journals. Through integration of CoursePoint and NursingCenter, students will engage in how nursing research influences practice. Data to measure students’ progress: Student performance data provided in an intuitive display lets instructors quickly assess whether students have viewed interactive modules and video cases outside of class as well as see students’ performance on related NCLEX-style quizzes, ensuring students are coming to the classroom ready and prepared to learn. To learn more about Lippincott CoursePoint, please visit: http://www.nursingeducationsuccess.com/coursepoint Lippincott RN to BSN Online: Leadership and Management is a postlicensure solution for online and hybrid courses, marrying experiential learning with the trusted content in Leadership Roles and Management Functions in Nursing, ninth edition. Built around learning objectives that are aligned to the BSN Essentials and QSEN nursing curriculum standards, every aspect of Lippincott RN to BSN Online is designed to engage, challenge, and cultivate postlicensure students. FIU Strategic Plan for Nursing School HW
Self-paced interactive modules employ key instructional design strategies—including storytelling, modeling, and case-based and problem-based scenarios—to actively involve students in learning new material and focus students’ learning outcomes on real-life application. Pre-and post-module assessments activate students’ existing knowledge prior to engaging with the module and then assess their competency after completing the module. Discussion board questions create an ongoing dialogue to foster social learning. Writing and group work assignments hone students’ competence in writing and communication, instilling the skills needed to advance their nursing careers. Collated journal articles acquaint students to the body of nursing research ongoing in recent literature. Case study assignments, including unfolding cases that evolve from cases in the interactive modules, aid students in applying theory to real-life situations. Best Practices in Scholarly Writing Guide covers American Psychological Association formatting and style guidelines. Used alone or in conjunction with other instructor-created resources, Lippincott RN to BSN Online adds interactivity to courses. It also saves instructors time by keeping both textbook and course resources current and accurate through regular updates to the content. To learn more about Lippincott RN to BSN Online, please visit http://www.nursingeducationsuccess.com/nursing-education-solutions/lippincott-rn-bsn-online/ Closing Note It is our hope and expectation that the content, style, and organization of this ninth edition of Leadership Roles and Management Functions in Nursing will be helpful to those students who want to become skillful, thoughtful leaders and managers. Bessie L. Marquis, RN, MSN Carol J. Huston, RN, MSN, DPA, FAAN R E FE R E N C E S American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Retrieved October 17, 2015, from http://www.aacn.nche.edu/education-resources/baccessentials08.pdf American Association of Colleges of Nursing. (2011). FIU Strategic Plan for Nursing School HW
The essentials of master’s education in nursing. Retrieved October 17, 2015, from http://www.aacn.nche.edu/educationresources/MastersEssentials11.pdf American Nurses Association. (2015). Nursing: Scope & standards of practice (3rd ed.). Silver Spring, MD: Author. American Organization of Nurse Executives. (2015). The AONE nurse executive competencies. Retrieved October 17, 2015, from http://www.aone.org/resources/nurse-leadercompetencies.shtml Cronenwett, L., et al. (2007). Quality and safety education for nurses. Nursing Outlook 55(3), 122. Institute of Medicine. (2003). Health professions education: A bridge to quality. Washington, DC: National Academies Press. Quality and Safety Education for Nurses Institute. (2014). Competencies.